Bicol University

COLLEGE OF ENGINEERING
Electrical Engineering Department
Legazpi City

Comparative Analysis of Students’ Performance on BUCET 2020 and BUCET

2023 of Electrical Engineering Passers: A Case Study

Researchers:
Louise G. Garigo, BSEE-2A
[email protected]

Gerald A. Manlangit, BSEE-2A

[email protected]

December 2023

1
 Bicol University | College of Engineering | Garigo & Manlangit

Introduction

In recent years, many sectors have had to operate online to prevent and decrease the proliferation

of the coronavirus. One of these sectors is an agent of change, key for the improvement of health and

livelihoods, and contributes to social stability and drives long-term economic growth – the education

sector. Schools have shifted between traditional learning and blended modality due to the virus

restrictions. Educational institutions have had to limit human interactions for safety. Restricting not only

face-to-face classes but also postponing the conduct of admission exams in universities and colleges.

Freshmen applicants seeking university admission are typically expected to fulfill specific prerequisites

for admission. These prerequisites often include successfully passing entrance examinations. The

entrance exams usually encompass a variety of subjects such as English, mathematics, logic, and

science. These exams often include questions designed to assess the individual’s Intelligence Quotient

(IQ). The purpose of these requirements is to ensure that the prospective students possess the necessary

knowledge and intellectual capacity to undertake the university’s academic programs. The postponement

of these admission exams leads educational institutions to conduct different requirements for the

student's admission. As the pandemic came, educational institutions employed a different system that

considers students’ grades from prior academic years for eligibility. Some also use the student's

extracurricular activities, including their involvement in school organizations, school achievements, and

affiliations. One is Bicol University which implements the Bicol University College Entrance Scoring

System (BUCESS) rather than the traditional Bicol University College Entrance Test (BUCET). The

year 2020 was the last BUCET since the pandemic, and as the pandemic ended the traditional admission

of Bicol University and other institutions continued.

In this study, the researchers will conduct an in-depth comparison of students’ academic

performance in the Bicol University College Entrance Test (BUCET) for the years 2020 and 2023,

specifically focusing on those who qualified for the Electrical Engineering program. This comparative

analysis will provide insights into the changes in students’ performance trends over the three-year

period, potentially highlighting areas of improvement or concern in the academic preparation of these

students. The findings could be instrumental in informing curriculum development for both the

university and the student's previous school, and admission strategies for the Electrical Engineering

program at Bicol University.

2 | Comparative Analysis of School Performance on BUCET 2020 and BUCET 2023 of

Electrical Engineering Passers: A Case Study
 Bicol University | College of Engineering |Garigo & Manlangit

Hypothesis

𝐻 0: µ 1
=µ 2

The null hypothesis of the study is that there is no difference in the performance of the students

in both years 2020 and 2023.

𝐻 𝑎: µ 1
≠ µ 2

The alternative hypothesis of the study is that there is a significant difference in the performance

of the students in both years 2020 and 2023.

3 | Comparative Analysis of School Performance on BUCET 2020 and BUCET 2023 of

Electrical Engineering Passers: A Case Study
 Bicol University | College of Engineering | Garigo & Manlangit

Methodology

Data Collection

The researchers obtained the data from the official Facebook Page of Bicol University wherein

the data was posted as an announcement for those BUCET-qualified students for the school year 2020

and 2023 respectively, and excluded the waitlisted students; only considered those qualified passers. The

BUCET results contain the percentile rating and composite rating of every student wherein the

researchers collated the composite ratings of the students through Google Sheets, a feature included in

Google. Functions in the spreadsheet were utilized for easier and more efficient summarizing.

Data Analysis

Once the data have been selected and tabulated in Google Sheets, they were then processed and

analyzed with the help of the study’s main goal, to compare the student's performance in BUCET years

2020 and 2023 through analysis of the means of the composite ratings of the students. The researchers

then used Welch’s T-Test as a statistical tool to test whether the means of the performance of the students

of both years 2020 and 2023 are equal, considering that the data of both years are unequal. In statistics,

Welch’s t-test also known as the unequal variances t-test is a valuable statistical tool for comparing the

means of two groups, especially when assumptions of equal variances and sample sizes are not met.

Results and Discussion

Table 1. Demographic Profile of the BUCET 2020 Passers

Characteristics Frequency %

Schools N = 141

Tabaco NHS 13 9.2%

Philippine Science High School Bicol 4 2.8%

Banquerohan NHS 3 2.1%

Ligao National High School 5 3.5%

Legazpi City Science High School 7 5.0%

Naga City Science High School 4 2.8%

Bicol Regional Science High School 7 5.0%

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Electrical Engineering Passers: A Case Study
 Bicol University | College of Engineering |Garigo & Manlangit

Donsol National Comprehensive High 1 0.7%

School

St. Louise de Marillac College of Sorsogon 3 2.1%

Bicol Central Academy 2 1.4%

Casiguran Technological Vocational School 1 0.7%

University of Nueva Caceres 4 2.8%

St. Nino Integrated School 1 0.7%

Catanduanes National High School 6 4.3%

Camarines Sur National High School 1 0.7%

Marcial C. Ranola Memorial School 9 6.4%

Cataingan National High School 1 0.7%

Bicol University College of Education 2 1.4%

Integrated Lab. School

San Rafael National High School 2 1.4%

University of Santo Tomas - Legazpi 2 1.4%

Zamora Memorial College 1 0.7%

Bulan National High School 4 2.8%

Gubat National High School 3 2.1%

San Lorenzo National High School 1 0.7%

Daraga National High School 7 5.0%

Bato Rural Development High School 2 1.4%

Vinzons Pilot High School 2 1.4%

Naga National High School 1 0.7%

Polangui General Comprehensive High 3 2.1%

School

Libon Agro-Industrial High School 1 0.7%

Rinconada National Technological 1 0.7%

Vocational School

Lower Binogsacan National High School 1 0.7%

Amando Cope College 1 0.7%

Sorsogon State College Lab. High School 3 2.1%

Oma-Oma National High School 1 0.7%

Mabini College Inc. 1 0.7%

5 | Comparative Analysis of School Performance on BUCET 2020 and BUCET 2023 of

Electrical Engineering Passers: A Case Study
 Bicol University | College of Engineering | Garigo & Manlangit

Pili National High School 1 0.7%

Gogon High School 1 0.7%

Pag-Asa National High School 2 1.4%

Sta. Lutgarda National High School 1 0.7%

Gallanosa National High School 1 0.7%

AMA Computer College 2 1.4%

Bicol College 3 2.1%

MasbateNational Comprehensive High 2 1.4%

School

La Consolacion College of Rinconada 1 0.7%

San Vicente National High School 1 0.7%

Nazareth School of National University 1 0.7%

Naga College Foundation Inc. 1 0.7%

Unibersidad de Sta. Isabel 1 1.4%

St. Agnes Academy 2 0.7%

Catanduanes State University 1 0.7%

Bulusan National High School 1 0.7%

Arimbay High School 1 0.7%

Tanchuling Computer High School 1 0.7%

Vinisitahan High School 1 0.7%

Camarines Norte National High School 1 0.7%

Divine Word College 2 1.4%

San Jacinto National High School 2 1.4%

Province N = 141 %

Albay 77 54.6%

Sorsogon 23 16.3%

Camarines Sur 20 14.2%

Masbate 7 5%

Camarines Norte 5 3.5%

Catanduanes 9 6.4%

6 | Comparative Analysis of School Performance on BUCET 2020 and BUCET 2023 of

Electrical Engineering Passers: A Case Study
 Bicol University | College of Engineering |Garigo & Manlangit

Table 2. Demographic Profile of the BUCET 2023 Passers

Characteristics Frequency %

Schools N = 105

Gubat National High School 1 1.0%

Santo Domingo National High School 1 1.0%

Camarines Sur National High School 2 1.9%

Daraga National High School 4 3.8%

Marcial C. Ranola Memorial School 3 2.9%

Cabitan National High School 1 1.0%

Nagotgot High School 1 1.0%

Manito National High School 2 1.9%

Catanduanes National High School 3 2.9%

Bariw High School 1 1.0%

Bicol College INC. 1 1.0%

Malabog National High School 1 1.0%

Columban College 1 1.0%

Andres Clemente JR. 1 1.0%

OAS Community College SHS Department 1 1.0%

Libon Community College 1 1.0%

Naga National High School 1 1.0%

Divine SHS Department 1 1.0%

LA Consolacion Daet 1 1.0%

Bato Rural Department High School 1 1.0%

Ligao National High School 9 8.6%

Vinzons Pilot High School 6 5.7%

Sorsogon National High School 2 1.9%

University of Sto. Thomas-Legazpi 3 2.9%

Salvacion National High School 1 1.0%

Masbate National Comprehensive High 4 3.8%

School

Saint Bridge School 2 1.9%

7 | Comparative Analysis of School Performance on BUCET 2020 and BUCET 2023 of

Electrical Engineering Passers: A Case Study
 Bicol University | College of Engineering | Garigo & Manlangit

Zamora Memorial College INC. 2 1.9%

Legaspi City National High School 2 1.9%

Palanas National High School 2 1.9%

Polangui General Comprehensive High 5 4.8%

School

Bicol Memorial Science High School 2 1.9%

Legazpi City Science High School 3 2.9%

Camarines Norte National High School 2 1.9%

Lower Dinogsacan National High School 1 1.0%

Anislag National High School 1 1.0%

San Rafael National High School 2 1.9%

AMA Computer Learning Center 1 1.0%

Philippine Science High School-Bicol 2 1.9%

Nabua National High School 3 2.9%

Tabaco National High School 9 8.6%

Ateneo De Naga 4 3.8%

Gallanosa National High School 3 2.9%

Camalig National High School 1 1.0%

Matnog National High School 1 1.0%

Olimpio National High School 1 1.0%

San Jacinto National High School 2 1.9%

Province N = 105 %

Albay 55 52.4%

Sorsogon 12 11.4%

Camarines Sur 15 14.3%

Masbate 8 7.6%

Camarines Norte 10 9.5%

Catanduanes 4 3.8%

Zambales 1 1.0%

8 | Comparative Analysis of School Performance on BUCET 2020 and BUCET 2023 of

Electrical Engineering Passers: A Case Study
 Bicol University | College of Engineering |Garigo & Manlangit

The demographic profiles of the respondents, shown above, were separated into two tables; in

the first table, the 2020 BUCET passers of Electrical Engineering were categorized according to their

schools and provinces. On the other hand, the second table contains the data gathered from the electrical

engineering passers of BUCET 2023. For the 2020 BUCET results, out of 141 EE-qualified students, 13

students or 9.2% of the population came from Tabaco National High School. In addition, 77 students are

from Albay which takes up more than half of the population of the passers. For the 2023 BUCET results,

out of 105 EE-qualified students, Tabaco National High School and Ligao National High School both

produced 9 BUCET passers of Electrical Engineering, taking up 17.2% of the entire population for

BUCET in the year 2023.

Table 3. General Performance of Bicol University College Entrance Test (BUCET) passers of years

2020 and 2023

Population
Groups Population Size Population Mean Standard Deviation

2020 141 89.30378014 2.131660312

2023 105 87.29880857 1.107276308

The table above shows the difference in the presented data from the results of BUCET in 2020

and 2023. The data were then used to calculate the T for the Welch T-Test.

Table 4. Computed Values from Welch’s T-Test

Welch’s T-Test with 95% Confidence

Interval
(Two-Tailed) Results

D 2.00497157

T 9.568820577

Degrees of Freedom 5.67308463

Critical Value 2.447

9 | Comparative Analysis of School Performance on BUCET 2020 and BUCET 2023 of

Electrical Engineering Passers: A Case Study
 Bicol University | College of Engineering | Garigo & Manlangit

Table 4, shows the computed values from the Welch’s T-test which shows the difference between

the means of the BUCET results of the 2020 and 2023, the T value and Degrees of Freedom from the

given data, and the critical values of the Welch’s Two-Tailed T-Test under 95% confidence interval.

Based on the findings of the study, the researchers found out that there is a difference in the performance

of the students in both years 2020 and 2023 since the T-test value is greater than the critical value. The

Null Hypothesis is rejected, therefore there is sufficient evidence that the means of the result of BUCET

2020 and 2023, despite the unequal number of data sets, are significantly different.

The analysis of the results of BUCET 2020 and 2023 shows a paradigm shift in the learning

outcomes of the students before and after COVID-19. A study by Joseph (2022) reveals that students

report low self-discipline, a lack of enthusiasm and drive to study or meet deadlines, a lack of

knowledge of the material because classes were typically rushed through, little to no group learning, and

a lack of engagement with their peers. The COVID-19 effect is still present and has a negative impact on

kids' performance. Students who struggle more to adjust to different situations—like the ones they faced

during COVID-19—perform worse academically (Ferrer, 2023).

The COVID-19 pandemic disrupted the 2019-2020 school year, leading to a scramble to address

student needs. A study by Kuhfeld et al., (2020) projected learning loss due to the pandemic, using

absenteeism data and summer learning patterns of 5 million students. Projections suggest students

started fall 2020 with 63-68% of typical reading gains and 37-50% in math. However, the top third of

students may have made reading gains despite school closures.

In conclusion, the decline in the performance of students in the span of the pandemic greatly

affected their performance in college and university entrance examinations. Therefore, the paradigm

shift of learning modality requires both the students’ previous schools and universities to establish new

curriculums and bridging programs to fill the gap in the students' lapses caused by the pandemic.

10 | Comparative Analysis of School Performance on BUCET 2020 and BUCET 2023 of

Electrical Engineering Passers: A Case Study
 Bicol University | College of Engineering |Garigo & Manlangit

References

Bai, C.-E., Chi, W., & Qian, X. (2013). Do college entrance examination scores predict

undergraduate GPAs? A tale of two universities. ResearchGate; Elsevier BV.

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ores_predict_undergraduate_GPAs_A_tale_of_two_universities

Joseph Ofori Acheampong. (2023). The impact of COVID-19 on students’ academic performance:

The case of the university of Ghana business school. Cogent Education, 10(1).

https://doi.org/10.1080/2331186x.2023.2186011

Kuhfeld, M., Soland, J., Tarasawa, B., Johnson, A., Ruzek, E., & Liu, J. (2020). Projecting the

Potential Impact of COVID-19 School Closures on Academic Achievement. Educational

Researcher, 49(8), 549–565. https://doi.org/10.3102/0013189x20965918

Ferrer, J. (2023, February 1). The impact of Covid-19 on student achievement: Evidence

from a recent meta-analysis - ScienceDirect. ScienceDirect.Com | Science, Health and

Medical Journals, Full Text Articles and Books.

https://www.sciencedirect.com/science/article/pii/S1747938X23000234

Zach. (2019, May 29). Welch’s t-test: When to Use it + Examples - Statology. Statology.

https://www.statology.org/welchs-t-test/

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Electrical Engineering Passers: A Case Study